Education Doctorate

Year Approved


First Advisor

Bonawitz, Katie


Motivation research and its effect on reading has been limited for students with disabilities. In the present study a combined motivational intervention (intrinsic standards, positive label, and extrinsic standards) was used wit 48 second and third grade students in a randomized pretest posttest control group design with three population groups (ADHD, Learning Disabled, and Nondisabled) and two conditions (reading comprehension and reading fluency). The intervention condition followed the pretest. The intervention used a verbal 3 minute motivational script containing a positive label (e.g. “clever”) associated with a specific reading behavior (e.g. answers questions) accompanied by a challenge to perform better on the posttest and better than another. Pretest reading differences were controlled for and no significant differences were found between students in the control group and the intervention group for any of the three groups.

Degree Name

Doctor of Ministry

Document Type

Masterʼs thesis